Manuscript received May 25, 2022; revised July 13, 2022; accepted August 10, 2022.
Abstract—The landscape of education has changed
drastically over the past two decades. There has been an
ongoing shift from traditional classroom teaching practices to
cope with the changing circumstances and requirements of
today’s learners. The catalysts for such advancements have
been the rapid adoption and use of internet-based technologies,
which have dramatically transformed both teaching and
learning. One such advancement which has excellent potential
to be utilized as an effective learning tool in higher education is
blogs. Classroom blogging presents a unique opportunity to not
only deliver a form of distance education, but also encourage
collaboration and participation among learners. This study
explores the potential of educational blogging in higher
education as a supplement to the current pedagogical practices.
More specifically, it aims to gauge from a learner’s perspective
the perceived benefits blogs can provide in scenarios where
traditional learning practices are not feasible as a consequence
of individual convenience or other forms of restriction due to
pandemics, and natural disasters. This study further presents
an effective design for a blog highlighting some salient features
which can enhance the effectiveness of blogs for the learners
followed by a discussion, which serves to highlight the several
benefits of classroom blogging and presents arguments to show
how the integration of this innovative tool into the curriculum
can result in enhanced experiential learning, and development
of soft skills.
Index Terms—Collaboration, educational blogging,
knowledge creation, online learning
The authors are with Otto von Guericke University, Magdeburg,
Germany.
*Correspondence: obionwu@ovgu.de (V.O.)
Cite: Victor Obionwu*, David Broneske, and Gunter Saake, "Leveraging Educational Blogging to Assess the Impact of Collaboration on Knowledge Creation," International Journal of Information and Education Technology vol. 13, no. 5, pp. 785-791, 2023.
Copyright © 2023 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).